Experience Is The Best Teacher Quotes

The best teacher is experience and not through someone's distorted point of view

Experience is the best teacher.

If experience is the best teacher, there's nothing that comes close to the experience of life.

Remember, young man, experience is not the best teacher. Other people's experience is the best teacher. By reading about the lives of great people, you can unlock the secrets to what made them great.

This world is your best teacher. There is a lesson in everything. There is a lesson in each experience. Learn it and become wise. Every failure is a stepping stone to success. Every difficulty or disappointment is a trial of your faith. Every unpleasant incident or temptation is a test of your inner strength. Therefore nil desperandum. March forward hero!

Experience is the best teacher, and the worst experiences teach the best lessons.

I’d always told myself that I deserved good things, that I was worthy, but fuck if I ever believed it. You can’t tell yourself anything. Your heart only believes what it feels, and experience is the best teacher.

The best teacher is experience. Find the educational in every situation.

I’d always told myself that I deserve good things, that I was worthy, but if I ever believed it. You can’t tell yourself anything. Your heart only believes what it feels, and experience is the best teacher.

Experience is the best teacher I've ever had. I'm sorry, Mr. Sortz, but it's true.

They say experience is the best teacher, but I'll be damned if I know what it teaches you.

Experience is the best teacher

If you’re not certain of the value of mentorship, think of how many elite athletes or professional sports teams train without a coach. Zero. How many of your favorite films are made without a producer or director? Zero. How many of the best schools in the world function without teachers? Zero. It’s safe to say that every great leader, in any field, first had a great mentor. Finding a mentor who inspires and guides your growth is a life-changing experience. Mentors help us to transcend the limits, or perceived limits, of our abilities. A mentor can be anyone who teaches us and helps us to grow in ways we couldn’t have on our own.

They say experience is the best teacher. Instead, it should be that failure is the best teacher. I’ve found that the best learners are the ones who cope best with failure and use it as a learning tool.

The best learning is achieved through experience, not by instruction. Though instruction is sometimes necessary and helpful, it is often best to foster conditions and allow conditions whereby students learn through experience.

experience isn’t merely the best teacher; it’s the only teacher.

Experience is the best teacher.

Experience is the best teacher."... The primary and most obvious reason for this is that revelation is not over, God is constantly revealing himself to us in our experience.... Of

She wants to tell them that Blue Gamma was more right than it knew: experience isn’t merely the best teacher; it’s the only teacher. If she’s learned anything raising Jax, it’s that there are no shortcuts; if you want to create the common sense that comes from twenty years of being in the world, you need to devote twenty years to the task. You can’t assemble an equivalent collection of heuristics in less time; experience is algorithmically incompressible.

I believe that every one of us has something that's very unique to us specifically. Something unique enough that no one else might really ever understand it — not our parents, or teachers, or best friends, or siblings. It’s our point of view. Our point of view is what makes us unique, because no one else — no one else — has your particular combination of thoughts, and dreams, and hopes, and desires, and ambitions and memories, and experiences. No one. And I believe that every once in a while, the Universe opens itself up to you and you alone, and shows you something that no one else is going to understand.  And you have to decide in that moment how much you believe in what you have seen — even if everyone else in the world tells you you're wrong.

So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?

Experience is supposed to be our best teacher, but sometimes we draw a connection between outcome quality and decision quality that is too tight.

If experience is life's best teacher then why do we have to learn by example?

As humans, it’s our birthright to live and learn. Experience is the best teacher, but that’s especially true when we can learn from someone else’s experience.

Experience is not the best teacher. The consequence from experience is the best teacher. No consequence no lesson.

So, why do we do development work in these short cycles? To learn. Experience is the best teacher, and the scrum cycle is designed to provide you with multiple opportunities to receive feedback—from customers, from the team, from the market—and to learn from it.

The best prayer is repentance. The best sermon is character. The best mirror is reality. The best shield is faith. The best hammer is will. The best ammunition is truth. The best fortress is reason. The best school is life. The best attorney is justice. The best counselor is experience. The best warrior is courage. The best teacher is patience. The best student is humility. The best prophet is tomorrow. The best general is strategy. The best priest is piety. The best physician is nature. The best herb is peace. The best medicine is forgiveness. The best wealth is happiness. The best angel is mercy. The best companion is prudence. The best light is wisdom. The best religion is love.

Most adults have dropped out of the school of life before they reached adulthood.

The best teacher is experience. Not by copying the answers off the kid sitting next to you...

Experience is not always the kindest of teachers, but it is surely the best.” —Spanish

But experience can be a difficult teacher, and it taught me that this story of economic insecurity is, at best, incomplete.

You can tell just by looking at her that she never backed down or valued anyone’s opinion above her own. She always believed that experience was not simply the best teacher, it was the only one,

There is another reason for not spending too much time on complex grammatical features. It is not easy to explain the meaning and function of these features. If it is difficult for teachers and grammarians to understand the meaning of these features, it is going to be even more difficult for learners of the language. These features are best learnt through experience, through meeting them many times in input and through having to use them in output.

The best teacher is not life, but the crystallized and distilled experience of the most sensitive, reflective, and most observant of our human beings, and this experience you will find preserved in our great books and nowhere else.

Mrs. March knew that experience was an excellent teacher, and when it was possible she left her children to learn alone the lessons which she would gladly have made easier, if they had not objected to taking advice as much as they did salts and senna. "Very well, Amy, if your heart is set upon it, and you see your way through without too great an outlay of money, time, and temper, I'll say no more. Talk it over with the girls, and whichever way you decide, I'll do my best to help you.

I mean, if you’re really plunging—you said plunging, right?—into this book, then tethering yourself to every single guidepost along the way isn’t really going to make that happen.” Mr. Tipton’s mirth was palpable. “So you think critical reading is a useless activity? That your classmates are just, what, not experiencing the book?” “I think the best way to experience this book is to let it happen to you and think about what it all means later.” “Later when?” “Later when you’re a high school English teacher.

Much of Chinese society still expected its women to hold themselves in a sedate manner, lower their eyelids in response to men's stares, and restrict their smile to a faint curve of the lips which did not expose their teeth. They were not meant to use hand gestures at all. If they contravened any of these canons of behavior they would be considered 'flirtatious." Under Mao, flirting with./bre/gners was an unspeakable crime. I was furious at the innuendo against me. It had been my Communist parents who had given me a liberal upbringing. They had regarded the restrictions on women as precisely the sort of thing a Communist revolution should put an end to. But now oppression of women joined hands with political repression, and served resentment and petty jealousy. One day, a Pakistani ship arrived. The Pakistani military attache came down from Peking. Long ordered us all to spring-clean the club from top to bottom, and laid on a banquet, for which he asked me to be his interpreter, which made some of the other students extremely envious. A few days later the Pakistanis gave a farewell dinner on their ship, and I was invited. The military attache had been to Sichuan, and they had prepared a special Sichuan dish for me. Long was delighted by the invitation, as was I. But despite a personal appeal from the captain and even a threat from Long to bar future students, my teachers said that no one was allowed on board a foreign ship. "Who would take the responsibility if someone sailed away on the ship?" they asked. I was told to say I was busy that evening. As far as I knew, I was turning down the only chance I would ever have of a trip out to sea, a foreign meal, a proper conversation in English, and an experience of the outside world. Even so, I could not silence the whispers. Ming asked pointedly, "Why do foreigners like her so much?" as though there was something suspicious in that. The report filed on me at the end of the trip said my behavior was 'politically dubious." In this lovely port, with its sunshine, sea breezes, and coconut trees, every occasion that should have been joyous was turned into misery. I had a good friend in the group who tried to cheer me up by putting my distress into perspective. Of course, what I encountered was no more than minor unpleasantness compared with what victims of jealousy suffered in the earlier years of the Cultural Revolution. But the thought that this was what my life at its best would be like depressed me even more. This friend was the son of a colleague of my father's. The other students from cities were also friendly to me. It was easy to distinguish them from the students of peasant backgrounds, who provided most of the student officials.

I flip on my blinker. “I like reading reviews. I feel like business reviews are a reflection of the owner, and I want to know what people think of my restaurants. The constructive criticism helps. I haven’t had the kitchen experience a lot of chefs have, and critics are some of the best teachers.” “What do you get out of reading reviews about other people’s businesses?” “Nothing, really. I just find it entertaining.” “Do I have any bad ones?” Lily looks away from me, half turning so that she’s facing forward again. “Never mind, don’t answer that. I’m just going to pretend they’re all good and that everyone loves my flowers.

Dharma talks aren’t the truth. The true Dharma exists in the mind of the students as seeds and the Dharma talks are just like a little cloud that releases rain and causes the seeds in the mind of the practitioners to sprout and manifest. Dharma teachers can’t transmit the truth any more than a parent can fully transmit his experiences to his child. The more a parent scolds a child, the more the child becomes blocked. The best a parent can do is be like the rain cloud and nourish the seeds of wisdom in the child. When the child grows up and trips over difficulties and has his own experience, then the wisdom that was watered will manifest.

Why do women find it honorable to dismiss ourselves? Why do we decide that denying our longing is the responsible thing to do? Why do we believe that what will thrill and fulfill us will hurt our people? Why do we mistrust ourselves so completely? Here’s why: Because our culture was built upon and benefits from the control of women. The way power justifies controlling a group is by conditioning the masses to believe that the group cannot be trusted. So the campaign to convince us to mistrust women begins early and comes from everywhere. When we are little girls, our families, teachers, and peers insist that our loud voices, bold opinions, and strong feelings are “too much” and unladylike, so we learn to not trust our personalities. Childhood stories promise us that girls who dare to leave the path or explore get attacked by big bad wolves and pricked by deadly spindles, so we learn to not trust our curiosity. The beauty industry convinces us that our thighs, frizz, skin, fingernails, lips, eyelashes, leg hair, and wrinkles are repulsive and must be covered and manipulated, so we learn to not trust the bodies we live in. Diet culture promises us that controlling our appetite is the key to our worthiness, so we learn to not trust our own hunger. Politicians insist that our judgment about our bodies and futures cannot be trusted, so our own reproductive systems must be controlled by lawmakers we don’t know in places we’ve never been. The legal system proves to us again and again that even our own memories and experiences will not be trusted. If twenty women come forward and say, “He did it,” and he says, “No, I didn’t,” they will believe him while discounting and maligning us every damn time. And religion, sweet Jesus. The lesson of Adam and Eve—the first formative story I was told about God and a woman—was this: When a woman wants more, she defies God, betrays her partner, curses her family, and destroys the world. We weren’t born distrusting and fearing ourselves. That was part of our taming. We were taught to believe that who we are in our natural state is bad and dangerous. They convinced us to be afraid of ourselves. So we do not honor our own bodies, curiosity, hunger, judgment, experience, or ambition. Instead, we lock away our true selves. Women who are best at this disappearing act earn the highest praise: She is so selfless.

Neither are the humanistic scholars and artists of any great help these days. They used to be, and were supposed to be, as a group, carriers of and teachers of the eternal verities and the higher life. The goal of humanistic studies was defined as the perception and knowledge of the good, the beautiful, and the true. Such studies were expected to refine the discrimination between what is excellent and what is not (excellence generally being understood to be the true, the good, and the beautiful). They were supposed to inspire the student to the better life, to the higher life, to goodness and virtue. What was truly valuable, Matthew Arnold said, was 'the acquainting ourselves with the best that has been known and said in the world.' [...] No, it is quite clear from our experience of the last fifty years or so that the pre-1914 certainties of the humanists, of the artists, of the dramatists and poets, of the philosophers, of the critics, and of those who are generally inner-directed have given way to a chaos of relativism. No one of these people now knows how and what to choose, nor does he know how to defend and validate his choice.

All of this is good but great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way. Students learn best by personally experiencing learning that is physical, emotional, intellectual and spiritual. John Dewey had it right in 1935 when he espoused his theories on experiential learning. Today we call this constructivism.

SOCIAL/GENERAL ICEBREAKERS 1. What do you think of the movie/restaurant/party? 2. Tell me about the best vacation you’ve ever taken. 3. What’s your favorite thing to do on a rainy day? 4. If you could replay any moment in your life, what would it be? 5. What one thing would you really like to own? Why? 6. Tell me about one of your favorite relatives. 7. What was it like in the town where you grew up? 8. What would you like to come back as in your next life? 9. Tell me about your kids. 10. What do you think is the perfect age? Why? 11. What is a typical day like for you? 12. Of all the places you’ve lived, tell me about the one you like the best. 13. What’s your favorite holiday? What do you enjoy about it? 14. What are some of your family traditions that you particularly enjoy? 15. Tell me about the first car you ever bought. 16. How has the Internet affected your life? 17. Who were your idols as a kid? Have they changed? 18. Describe a memorable teacher you had. 19. Tell me about a movie/book you’ve seen or read more than once. 20. What’s your favorite restaurant? Why? 21. Tell me why you were named ______. What is the origin of your last name? 22. Tell me about a place you’ve visited that you hope never to return to. get over your mom’s good intentions. 23. What’s the best surprise you’ve ever received? 24. What’s the neatest surprise you’ve ever planned and pulled off for someone else? 25. Skiing here is always challenging. What are some of your favorite places to ski? 26. Who would star as you in a movie about your life? Why that person? 27. Who is the most famous person you’ve met? 28. Tell me about some of your New Year’s resolutions. 29. What’s the most antiestablishment thing you’ve ever done? 30. Describe a costume that you wore to a party. 31. Tell me about a political position you’d like to hold. 32. What song reminds you of an incident in your life? 33. What’s the most memorable meal you’ve eaten? 34. What’s the most unforgettable coincidence you’ve experienced or heard about? 35. How are you able to tell if that melon is ripe? 36. What motion picture star would you like to interview? Why? 37. Tell me about your family. 38. What aroma brings forth a special memory? 39. Describe the scariest person you ever met. 40. What’s your favorite thing to do alone? 41. Tell me about a childhood friend who used to get you in trouble. 42. Tell me about a time when you had too much to eat or drink. 43. Describe your first away-from-home living quarters or experience. 44. Tell me about a time that you lost a job. 45. Share a memory of one of your grandparents. 46. Describe an embarrassing moment you’ve had. 47. Tell me something most people would never guess about you. 48. What would you do if you won a million dollars? 49. Describe your ideal weather and why. 50. How did you learn to ski/hang drywall/play piano?

I occasionally find myself aching for the infant and toddler I’d once known and loved. She’s been replaced now with a little girl who has opinions about her hair, asks her mom to paint her nails, and will soon be spending most of her day at school, under the care of a teacher I have yet to meet. These days, I find myself wishing I could turn back the clock so I could more fully experience London’s first five years: I’d work fewer hours, spend more time playing on the floor with her, and share her wonder as she focuses on the flight path of butterflies. I want London to know how much joy she has added to my life and to tell her that I have done the best I could. I want her to understand that even though her mother has always been with her, I have loved her as much as any father could possibly love a daughter. Why, then, I sometimes wonder, do I feel as if that’s not enough?

At its core, the WHY is an origin story. Who we are is the sum total of all the experiences we’ve had growing up—the lessons we learned, the teachers we had and the things we did. In order to help your companion discover their WHY, you’ll need to listen to stories from their past. Their WHY represents who they are at their natural best and will be revealed through specific stories and experiences that affected their life and shaped who they are.

is turning all life into a unified flow experience. If a person sets out to achieve a difficult enough goal, from which all other goals logically follow, and if he or she invests all energy in developing skills to reach that goal, then actions and feelings will be in harmony, and the separate parts of life will fit together—and each activity will “make sense” in the present, as well as in view of the past and of the future. In such a way, it is possible to give meaning to one’s entire life. But isn’t it incredibly naive to expect life to have a coherent overall meaning? After all, at least since Nietzsche concluded that God was dead, philosophers and social scientists have been busy demonstrating that existence has no purpose, that chance and impersonal forces rule our fate, and that all values are relative and hence arbitrary. It is true that life has no meaning, if by that we mean a supreme goal built into the fabric of nature and human experience, a goal that is valid for every individual. But it does not follow that life cannot be given meaning. Much of what we call culture and civilization consists in efforts people have made, generally against overwhelming odds, to create a sense of purpose for themselves and their descendants. It is one thing to recognize that life is, by itself, meaningless. It is another thing entirely to accept this with resignation. The first fact does not entail the second any more than the fact that we lack wings prevents us from flying. From the point of view of an individual, it does not matter what the ultimate goal is—provided it is compelling enough to order a lifetime’s worth of psychic energy. The challenge might involve the desire to have the best beer-bottle collection in the neighborhood, the resolution to find a cure for cancer, or simply the biological imperative to have children who will survive and prosper. As long as it provides clear objectives, clear rules for action, and a way to concentrate and become involved, any goal can serve to give meaning to a person’s life. In the past few years I have come to be quite well acquainted with several Muslim professionals—electronics engineers, pilots, businessmen, and teachers, mostly from Saudi Arabia and from the other Gulf states. In talking to them, I was struck with how relaxed most of them seemed to be even under strong pressure. “There is nothing to it,” those I asked about it told me, in different words, but with the same message: “We don’t get upset because we believe that our life is in God’s hands, and whatever He decides will be fine with us.” Such implicit faith used to be widespread in our culture as well, but it is not easy to find it now. Many of us have to discover a goal that will give meaning to life on our own, without the help of a traditional faith.

For 99 percent of the tenure of humans on earth, nobody could read or write. The great invention had not yet been made. Except for firsthand experience, almost everything we knew was passed on by word of mouth. As in the children’s game “Telephone,” over tens and hundreds of generations, information would slowly be distorted and lost. Books changed all that. Books, purchasable at low cost, permit us to interrogate the past with high accuracy; to tap the wisdom of our species; to understand the point of view of others, and not just those in power; to contemplate — with the best teachers — the insights, painfully extracted from Nature, of the greatest minds that ever were, drawn from the entire planet and from all of our history. They allow people long dead to talk inside our heads. Books can accompany us everywhere. Books are patient where we are slow to understand, allow us to go over the hard parts as many times as we wish, and are never critical of our lapses.

It is foolish to wish for beauty. Sensible people never either desire it for themselves or care about it in others. If the mind be but well cultivated, and the heart well disposed, no one ever cares for the exterior. So said the teachers of our childhood; and so say we to the children of the present day. All very judicious and proper, no doubt; but are such assertions supported by actual experience? We are naturally disposed to love what gives us pleasure, and what more pleasing than a beautiful face--when we know no harm of the possessor at least? A little girl loves her bird--Why? Because it lives and feels; because it is helpless and harmless? A toad, likewise, lives and feels, and is equally helpless and harmless; but though she would not hurt a toad, she cannot love it like the bird, with its graceful form, soft feathers, and bright, speaking eyes. If a woman is fair and amiable, she is praised for both qualities, but especially the former, by the bulk of mankind: if, on the other hand, she is disagreeable in person and character, her plainness is commonly inveighed against as her greatest crime, because, to common observers, it gives the greatest offence; while, if she is plain and good, provided she is a person of retired manners and secluded life, no one ever knows of her goodness, except her immediate connections. Others, on the contrary, are disposed to form unfavourable opinions of her mind, and disposition, if it be but to excuse themselves for their instinctive dislike of one so unfavoured by nature; and visa versa with her whose angel form conceals a vicious heart, or sheds a false, deceitful charm over defects and foibles that would not be tolerated in another. They that have beauty, let them be thankful for it, and make a good use of it, like any other talent; they that have it not, let them console themselves, and do the best they can without it: certainly, though liable to be over-estimated, it is a gift of God, and not to be despised.

What I like best about traveling is exploring new places, cultures, and cuisines, and learning to look at the world through a different lens. Travel really is the world’s best teacher. And actually, veganism offers the same thing. Becoming vegan completely changed my worldview and enabled me to connect with nature and with my fellow earthlings in a way I never had before. By combining travel with veganism, I’m able to view the world through a whole new window and experience places in a way that most other tourists don’t.

The Sexual plight of these children [those adolescents experimenting sexually] is officially not mentioned. The revolutionary attack on hypocrisy by Ibsen, Freud, Ellis, Dreiser, did not succeed this far. Is it an eccentric opinion that an important part of the kids' restiveness in school from the onset of puberty has to do with puberty? The teachers talk about it among themselves, all right. (In his school, Bertrand Russell thought it was better if they had sex, so they could give their undivided attention to mathematics, which was the main thing.) But since the objective factor does not exist in our schools, the school itself begins to be irrelevant. The question here is not whether sexuality should be discouraged or encouraged. That is an important issue, but far more important is that it is hard to grow up when existing facts are treated as though they do not exist. For then there is no dialogue, it is impossible to be taken seriously, to be understood, to make a bridge between oneself and society. In American society we have perfected a remarkable form of censorship: to allow every one his political right to say what he believes, but to swamp his little boat with literally thousands of millions of newspapers, mass-circulation magazines, best-selling books, broadcasts, and public pronouncements that disregard what he says and give the official way of looking at things.

We maintain therefore that in matters of Religion, no man’s right is abridged by the institution of Civil Society, and that Religion is wholly exempt from its cognizance. True it is, that no other rule exists, by which any question which may divide a Society, can be ultimately determined, but the will of the majority; but it is also true, that the majority may trespass on the rights of the minority. ...Because it is proper to take alarm at the first experiment on our liberties. We hold this prudent jealousy to be the first duty of Citizens, and one of the noblest characteristics of the late Revolution. The free men of America did not wait till usurped power had strengthened itself by exercise, and entangled the question in precedents. They saw all the consequences in the principle, and they avoided the consequences by denying the principle. We revere this lesson too much soon to forget it. Who does not see that the same authority which can establish Christianity, in exclusion of all other Religions, may establish with the same ease any particular sect of Christians, in exclusion of all other Sects? that the same authority which can force a citizen to contribute three pence only of his property for the support of any one establishment, may force him to conform to any other establishment in all cases whatsoever? ...Because experience witnesseth that ecclesiastical establishments, instead of maintaining the purity and efficacy of Religion, have had a contrary operation. During almost fifteen centuries has the legal establishment of Christianity been on trial. What have been its fruits? More or less in all places, pride and indolence in the Clergy, ignorance and servility in the laity, in both, superstition, bigotry and persecution. ...What influence in fact have ecclesiastical establishments had on Civil Society? In some instances they have been seen to erect a spiritual tyranny on the ruins of the Civil authority; in many instances they have been seen upholding the thrones of political tyranny: in no instance have they been seen the guardians of the liberties of the people. Rulers who wished to subvert the public liberty, may have found an established Clergy convenient auxiliaries. A just Government instituted to secure & perpetuate it needs them not. Such a Government will be best supported by protecting every Citizen in the enjoyment of his Religion with the same equal hand which protects his person and his property; by neither invading the equal rights of any Sect, nor suffering any Sect to invade those of another. [Memorial and Remonstrance Against Religious Assessments, 20 June 1785. This was written in response to a proposed bill that would establish 'teachers of the Christian religion', violating the 1st Amendment's establishment clause]

When he was twenty-three years old, he (George Fox) saw the inner light in a vision. For him it symbolized the spirit against the letter, silence against chatter, experience against dogma, and equality against all who build inequality on authority and power, be it of the state or religion. His mistrust of the official Anglican Church was immense. He spoke with disdain of the "towered houses" and was tormented by the ringing of church bells. He frequently interrupted preachers, standing in the church's doorway, a hat covering his head, and uttering threatening words toward the pulpit, causing great excitement in the gathered congregation. It often resulted in Fox being beaten up, banished, and, later on, jailed for years. What aroused his ire, above all, were the priests who, without ever having experienced or even looked for illumination, presented themselves as servants of God but, in truth, comprised a "society of cannibals." It is "not enough to have been educated in Oxford or Cambridge in order to become capable for and efficient in the service of Christ. To this day it is difficult for many Friends to speak of "Quaker theology." The Friends believe in Scripture - George Fox knew it by heart - but they also believe that the Spirit transcends Scripture and that the inner light is experienced by all human beings without human mediation. "The inner light," "the inward teacher" are names that the early Quakers gave to their experiences of the Spirit. They believe that everyone can meet the "Christ within," even though he has different names in different ages and places and is not tied to any form of religion. This light is open to everyone and, yet, it is not simply the natural light of reason. In a conversation that Fox had with Lord Protector Oliver Cromwell, he vigorously resisted this rational interpretation. In every human being is "that of God," hidden, eclipsed, often forgotten. Linguistically a clumsy expression at best, "that of God in everyone" is the foundation of human dignity. In addition, it is the admonition to believe in it, to discover it in each and everyone and to respond to it. Fox said, "Walk joyfully on the earth and respond to that of God in every human being.

Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middle-class child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of “entitlement.” That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: “They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention…. It was common practice among middle-class children to shift interactions to suit their preferences.” They knew the rules. “Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires.” By contrast, the working-class and poor children were characterized by “an emerging sense of distance, distrust, and constraint.” They didn’t know how to get their way, or how to “customize”—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

INTRODUCTION It has long been the opinion of many of the more progressive teachers of the United States that, next to Herakles, Odysseus is the hero closest to child-life, and that the stories from the "Odyssey" are the most suitable for reading-lessons. These conclusions have been reached through independent experiments not related to educational work in foreign countries. While sojourning in Athens I had the pleasure of visiting the best schools, both public and private, and found the reading especially spirited. I examined the books in use and found the regular reading-books to consist of the classic tales of the country, the stories of Herakles, Theseus, Perseus, and so forth, in the reader succeeding the primer, and the stories of Odysseus, or Ulysses, as we commonly call him, following as a third book, answering to our second or third reader.

They were worried about keeping military families strong. They were worried about the stress and strain of prolonged military service and how it would affect our military readiness the next time a Hitler-wannabe reared his ugly head. As they made a list of pros and cons for sending families overseas, they never imagined that DOD schools would be the best possible solution to nearly every problem they could envision. The most unpredictable phenomena occurred. The DOD literally created a culture of kids whose life experiences were so rich, yet so different from where they’d come from, that as they grew in years the people they most related to, the people they most wanted to be around, were other military kids who had the same shared experience. Military kids became military members—and they’ve kept us strong, our families, armed forces, our country, all of us.

Uh-huh. I think she was flattered. It’ll help fill her bucket.” “Huh?” “You know—the bucket...” “What are you talking about?” “Well, the elementary school teachers talk about the bucket a lot. Everyone has one. When people say nice things to you, do nice things, make you feel better about yourself, they’re filling your bucket. When people are mean or insulting or hurtful in any way, they’re emptying your bucket and you don’t want to go around with an empty bucket. It makes you sad and cranky. And you don’t want to be emptying other peoples’ buckets—that also makes you unhappy. The best way is to fill all the buckets you can and keep yours nice and full by looking for positive people and experiences.” She smiled. Troy leaned his elbow on the bar and rested his head in his hand. “What do I have to do to get a job with you?” “Master’s degree in counseling.” She took a sip. “Easy peasy. You’d be great.

Lareau calls the middle-class parenting style "concerted cultivation." It’s an attempt to actively "foster and assess a child’s talents, opinions and skills." Poor parents tend to follow, by contrast, a strategy of "accomplishment of natural growth." They see as their responsibility to care for their children but to let them grow and develop on their own. Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middleclass child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of "entitlement." That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: "They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences." They knew the rules. "Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires." By contrast, the working-class and poor children were characterized by "an emerging sense of distance, distrust, and constraint." They didn’t know how to get their way, or how to "customize"—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

The speediest and most reliable way to strengthen the prefrontal cortex, and begin to recover the resilience of our true self, is through experiences with people who can be, as the clinical psychologist Diana Fosha puts it, true others to our true self. True others are those who can see and reflect our true self back to us when we have forgotten, or perhaps have never known, who we truly are. They remember our best self when we are mired in our worst self and accept without judgment all of who we are. True others are not necessarily the people closest to us, though they may be: they are the people most attuned to us, those most accepting of our innate goodness, our essential worth as human beings. For many people, a true other can be a spiritual figure or deity; for others, it may be a counselor, teacher, or friend. When someone who is acting as a true other genuinely sees us at our best, we can see ourselves in that light, too. This mirroring helps us rediscover our resilient self.

Fake it till you become it. My first Argentine tango was with Lil’ Kim, and again, I was completely learning it as I went along. Now it’s become one of my favorite dances to do. Whenever people say to me, “You’re such a great choreographer,” or I look at my Emmy learning it in my apartment, I remind myself that I came into DWTS with no experience, no education in many of these dances, and certainly no clue how to teach anything to anybody. I simply committed to learning them and then taught them to my partners. I drew upon how I had been taught and what I thought my partners would respond to. I felt my way along, just as they did, till I became the teacher I wanted to be. I threw myself into the effort without hesitation because I had no choice. There were only two options: I could go out there and throw my hands up and say, “Just kidding! I’m a phony,” or get it done. I couldn’t let myself or my partners down. This was the stage I was given, and I always want to be the best at whatever I’m doing. I never wanted my partners to feel they couldn’t rely on me. I had to go in there and make it happen. With that mentality, I found a way.

11. There Is No Education Like Adversity In 1941, as Britain was in the darkest days of World War Two, Churchill told a generation of young people that ‘these are great days - the greatest days our country has ever lived.’ But why was Churchill telling them that those bleak, uncertain, life-threatening and freedom-challenging days were also the best days of their lives? He knew that it’s when times are tough, when the conditions are at their worst, that we learn what we are truly capable of. There are few greater feelings than finding out you can achieve more, and endure more, than you had previously imagined, and it’s only when we are tested that we realize just how brightly we can shine. It’s a cliché, but it’s true: diamonds are formed under pressure. And without the pressure, they simply remain lumps of coal. The greatest trick in life is to learn to see adversity as your friend, your teacher and your guide. Storms come to make us stronger. No one ever achieves their dream without first stumbling over a few obstacles along the way. Experience teaches you to understand that those obstacles are actually a really good indication that you are on the right road. Trust me: if you find a road without any obstacles, I can promise you it doesn’t lead anywhere worthwhile. So, embrace the adversity, embrace the obstacles, and get ready for success. Today is the start of the greatest days of your life…

But won’t creation come to an end if there is no bond of marriage?’ ‘Why would it come to an end, Sita? Many creatures take birth and grow in this forest. They have no marital bonds, do they? There are people of different tribes whose customs are different from yours.’ ‘Does that mean human beings should live like animals, uncivilized?’ ‘Why do you look down upon animals, Sita? We should love animals and nature. We should worship them. We should befriend them. That’s the duty of humans. Ignoring that basic duty, you think what is written in books is civilization. Is that right? You have come to the forest from the city. Why insist so much on the civilization of the cities? Isn’t nature the best teacher?’ ‘I don’t understand your words. I feel they will cause harm to women.’ ‘They certainly won’t. When a child belongs to its mother, there is no harm in that. A situation where children ask their mother who their father is or where a husband asks his wife who fathered her children comes only in the lives of some women, Sita. Think of the predicament of those women, and you’ll understand my words.’ ‘Just because something happened to someone, somewhere, should people remain without marrying and bear children outside wedlock? Does it happen anywhere? Is that good conduct?’ asked Sita resentfully. ‘I don’t know if it is good conduct or not—I speak of what I know. It is only through experience that one understands the truth. And whatever you understand, you tell others.

When discussing the topic of substance abuse with kids, I explain that doing drugs in order to be high and happy means that people try to support being by doing. However, being is “bigger” than doing. I validate that people who use substances know on some level that they need to take care of their being but they have the order reversed because doing can never support being simply because the “smaller” thing can never support the “bigger” thing. It is as absurd as trying to support silence by increasing the noise. The right order of things is that being supports doing and doing needs to serve being. In chess, without the King, the other pieces would all be “dead”, so their existence is supported by the King, but they need to serve the King with their capacity for action in order to have a good game. But how do we begin to honor being if we are emotionally distressed or chemically dependent? We need to accept whatever facet of being we are going through—if we are sad, we need to experience our sadness and not run from it; if we are angry, we need to go through it without acting heedlessly; if we are scared, we have to pay attention to our fear and the reasons for it. Everything we go through is a message of being, and we need to decipher the message rather than run from it. I need to stress here the importance of learning to endure distress and let our emotions run their course without making a bad situation worse. The addicted brain needs to endure strong cravings for several years until the chemically reinforced neural pathways gradually subside in the absence of continued reinforcement. Here the words of the great poet and spiritual teacher Rumi come to mind: “Of all the cures God has provided, patience is the best.

Cognitive-Behavioral Therapy There are almost no pure cognitive or behavioral therapists. Instead, most therapists use a combination of both techniques. This is known as cognitive-behavioral therapy. It is generally recognized as the best therapy for social anxiety. In cognitive-behavioral therapy, a therapist helps you identity maladaptive thinking patterns and replace them with new ways of thinking. He or she also teaches you relaxation techniques and new behaviors that make you feel more comfortable in social situations. Cognitive-behavioral therapy uses many of the same techniques that we explored in the previous chapter. Although you might make great strides on your own, sometimes it is easier and faster to have someone guide you. Often it is difficult for people to explore hidden beliefs about themselves. A professional therapist is experienced in working with people who are trying to change. Often a therapist will see connections in your situation that you cannot. Carlos was terrified of speaking in class. Whenever the teacher called on him, his heart raced, he blushed, and his stomach felt upset. His therapist first had him focus on his thoughts during class. As an experiment, she had him purposely answer a question incorrectly during biology class. To his surprise, the teacher didn’t make a big deal out of it, and the other students didn’t laugh. As a result, Carlos realized that his imagined consequences for making errors were greatly exaggerated. He also realized that he held himself to a higher standard than other people, including the teacher, did. Next, his therapist showed him various relaxation techniques to lessen the physical symptoms of anxiety. Soon, he felt more comfortable and even volunteered to lead a discussion group.

Evan was attracted to technology early on, building his first computer in sixth grade and experimenting with Photoshop in the Crossroads computer lab. He would later describe the computer teacher, Dan, as his best friend. Evan dove into journalism as well, writing for the school newspaper, Crossfire. One journalism class required students to sell a certain amount of advertising for Crossfire as part of their grade. Evan walked around the neighborhood asking local businesses to buy ads; once he had exceeded his sales goals, he helped coach his peers on how to pitch businesses and ask adults for money. By high school, the group of 20 students Evan had started with in kindergarten had grown to around 120. Charming, charismatic, and smart, Evan threw parties at his dad’s house that were “notorious” in his words. Evan’s outsized personality could rub people the wrong way at times, but his energy, organizing skills, and enthusiasm made him an exceptional party thrower. He possessed a bravado that could be frustrating and off-putting but was great for convincing everyone that the night’s party was going to be the greatest of all time. Obsessed with the energy drink Red Bull and the lifestyle the brand cultivated, Evan talked his way into an internship at the company as a senior in high school. The job involved throwing parties and other events sponsored by Red Bull. Clarence Carter, the head of the company’s security team, would give Evan advice that would stand him well in the years to come: pay attention to who helps you clean up after the party. Later recalling the story, Evan said, “When everyone is tired and the night is over, who stays and helps out? Because those are your true friends. Those are the hard workers, the people that believe that working hard is the right thing to do.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature? To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system. The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour some grown-up walks in, and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers…Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting. I’ve happened upon extraordinary storytellers. There are pages in their lives that can rival the best pages of the classics. The person sees herself so clearly from above—from heaven, and from below—from the ground. Before her is the whole path—up and down—from angel to beast. Remembering is not a passionate or dispassionate retelling of a reality that is no more, but a new birth of the past, when time goes in reverse. Above all it is creativity. As they narrate, people create, they “write” their life. Sometimes they also “write up” or “rewrite.” Here you have to be vigilant. On your guard. At the same time pain melts and destroys any falsehood. The temperature is too high! Simple people—nurses, cooks, laundresses—behave more sincerely, I became convinced of that…They, how shall I put it exactly, draw the words out of themselves and not from newspapers and books they have read—not from others. But only from their own sufferings and experiences. The feelings and language of educated people, strange as it may be, are often more subject to the working of time. Its general encrypting. They are infected by secondary knowledge. By myths. Often I have to go for a long time, by various roundabout ways, in order to hear a story of a “woman’s,” not a “man’s” war: not about how we retreated, how we advanced, at which sector of the front…It takes not one meeting, but many sessions. Like a persistent portrait painter. I sit for a long time, sometimes a whole day, in an unknown house or apartment. We drink tea, try on the recently bought blouses, discuss hairstyles and recipes. Look at photos of the grandchildren together. And then…After a certain time, you never know when or why, suddenly comes this long-awaited moment, when the person departs from the canon—plaster and reinforced concrete, like our monuments—and goes on to herself. Into herself. Begins to remember not the war but her youth. A piece of her life…I must seize that moment. Not miss it! But often, after a long day, filled with words, facts, tears, only one phrase remains in my memory (but what a phrase!): “I was so young when I left for the front, I even grew during the war.” I keep it in my notebook, although I have dozens of yards of tape in my tape recorder. Four or five cassettes… What helps me? That we are used to living together. Communally. We are communal people. With us everything is in common—both happiness and tears. We know how to suffer and how to tell about our suffering. Suffering justifies our hard and ungainly life.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

… The most important contribution you can make now is taking pride in your treasured home state. Because nobody else is. Study and cherish her history, even if you have to do it on your own time. I did. Don’t know what they’re teaching today, but when I was a kid, American history was the exact same every year: Christopher Columbus, Plymouth Rock, Pilgrims, Thomas Paine, John Hancock, Sons of Liberty, tea party. I’m thinking, ‘Okay, we have to start somewhere— we’ll get to Florida soon enough.’…Boston Massacre, Crispus Attucks, Paul Revere, the North Church, ‘Redcoats are coming,’ one if by land, two if by sea, three makes a crowd, and I’m sitting in a tiny desk, rolling my eyes at the ceiling. Hello! Did we order the wrong books? Were these supposed to go to Massachusetts?…Then things showed hope, moving south now: Washington crosses the Delaware, down through original colonies, Carolinas, Georgia. Finally! Here we go! Florida’s next! Wait. What’s this? No more pages in the book. School’s out? Then I had to wait all summer, and the first day back the next grade: Christopher Columbus, Plymouth Rock…Know who the first modern Floridians were? Seminoles! Only unconquered group in the country! These are your peeps, the rugged stock you come from. Not genetically descended, but bound by geographical experience like a subtropical Ellis Island. Because who’s really from Florida? Not the flamingos, or even the Seminoles for that matter. They arrived when the government began rounding up tribes, but the Seminoles said, ‘Naw, we prefer waterfront,’ and the white man chased them but got freaked out in the Everglades and let ’em have slot machines…I see you glancing over at the cupcakes and ice cream, so I’ll limit my remaining remarks to distilled wisdom: “Respect your parents. And respect them even more after you find out they were wrong about a bunch of stuff. Their love and hard work got you to the point where you could realize this. “Don’t make fun of people who are different. Unless they have more money and influence. Then you must. “If someone isn’t kind to animals, ignore anything they have to say. “Your best teachers are sacrificing their comfort to ensure yours; show gratitude. Your worst are jealous of your future; rub it in. “Don’t talk to strangers, don’t play with matches, don’t eat the yellow snow, don’t pull your uncle’s finger. “Skip down the street when you’re happy. It’s one of those carefree little things we lose as we get older. If you skip as an adult, people talk, but I don’t mind. “Don’t follow the leader. “Don’t try to be different—that will make you different. “Don’t try to be popular. If you’re already popular, you’ve peaked too soon. “Always walk away from a fight. Then ambush. “Read everything. Doubt everything. Appreciate everything. “When you’re feeling down, make a silly noise. “Go fly a kite—seriously. “Always say ‘thank you,’ don’t forget to floss, put the lime in the coconut. “Each new year of school, look for the kid nobody’s talking to— and talk to him. “Look forward to the wonderment of growing up, raising a family and driving by the gas station where the popular kids now work. “Cherish freedom of religion: Protect it from religion. “Remember that a smile is your umbrella. It’s also your sixteen-in-one reversible ratchet set. “ ‘I am rubber, you are glue’ carries no weight in a knife fight. “Hang on to your dreams with everything you’ve got. Because the best life is when your dreams come true. The second-best is when they don’t but you never stop chasing them. So never let the authority jade your youthful enthusiasm. Stay excited about dinosaurs, keep looking up at the stars, become an archaeologist, classical pianist, police officer or veterinarian. And, above all else, question everything I’ve just said. Now get out there, class of 2020, and take back our state!

EXPERIENCE IS THE BEST TEACHER Experience is truly the best teacher.....that is what they usually say; it is getting clearer to me now. However, you gather experience through your environment; either social or economic environment. It can be through the elites, leaders (the emulable ones), colleagues (older or younger), friends (disciplined ones) and also your past and present mistakes. Literarily, you gather motivation, ambition, determination, commitment, goal chasing ability, and desperation (when needed) through “experience”. Note: Sometimes, you don’t have to talk when you are with elites or scholars; all you need is to listen, except they ask for your opinion. Your listening ability will definitely help you in making so many marks in the society because you will surely learn a lot........ That is LEGACY CREATION!

That’s how it begins: my story of great joys and challenges, of setbacks and successes and bitter pills to swallow, but most importantly, my story is one of love and forgiveness. These are the experiences I want to share because if I’ve learned anything, it’s that life is our best teacher and we’d better not cut any classes.

Experience is the best teacher.

One thing alone was certain, and this became the leitmotif of this remarkable myth of the Brahmin's son Siddhartha, who sets off on a journey to try and discover the truth about his life: Place no credence in those who teach wisdom, for you can only attain wisdom through your own life and your own sacrifices. By contrast, if you follow the former path, all you will ever be is at best a good student, who in turn becomes a teacher who has nothing to impart about his own experience - except for knowledge that is of little value. That insight undoubtedly had more of Nietzsche's Zarathustra about it than Buddha. 'Don't follow me, follow yourself.' For it was not a question of renouncing the Self but precisely about finding it. This was a very Western line of thought. The only things that were to be left behind were the idols that feigned a truth they did not possess. This also included smashing false self-images. Individualism that had disconnected itself from the totality of thing was an aberration. The Enlightenment image of humans as masters of nature was a lie. Siddhartha finds himself faced by a series of pure graven images - all of which he must destroy in order to become himself.

Instead, to develop agency, our students would be better served if we created what Judy Wallis, a veteran teacher in Houston, refers to as a “three-text” classroom: a place where students encounter texts we all read, where students encounter texts that some of us read, and where students encounter texts that they read independently. Our students need a blended reading experience, and in Chapter 8 I discuss a model for developing this kind of a classroom. I

The best teachers I’ve met are the ones who use life experiences and explorative practices in order to expand minds. Without free-thinking, unconventional educators, I would never have been able to succeed.

We are formed from every important relationship we’ve ever had. Look into the Between of any marriage, and you will find ghosts from each partner’s past. Mothers, fathers, former lovers, best friends, coaches, and special teachers occupy the Between of every marriage and influence the way individuals become partners. These old ghosts are remnants from both positive and negative experiences—times you were truly loved and times you were hurt, times you were empathically understood and times you were grossly misjudged. All have left their mark.

even have entire education systems that reinforce the notion that the mind is who we are, and it should therefore be praised and developed as a personal achievement and point of pride. Yet, almost all of our thoughts are actually only reflections of past experiences and beliefs that have been modeled to us by those most impactful in our lives—parents, teachers, religions, friends, advertising, or society. In an effort to survive best, the mind seeks to quickly become in sync with the perspectives and themes of consciousness of the family and community. Thus we take on similar beliefs, thoughts, emotional behavior, and brain neuron development as those closest to us.

experience is not the best teacher. Other people's experience is the best teacher. By reading about the lives of great people, you can unlock the secrets to what made them great.

someone said, “Experience is the best teacher.” Not only is that not helpful, it isn’t true. If experience were the best teacher, everyone who got older would get better. But they don’t. Experience is the best teacher only if you evaluate it, learn from it, and apply the lessons to your life!

Father Allender, one of my Jesuit teachers in high school, used to quote Gandhi: “The best way to find yourself is to lose yourself in service of others.” I am beyond flawed, and far from pious, but the hug from a bereaved mother at the end of a hard-fought trial is an intensely satisfying experience. In fact, it is downright intoxicating. With alcoholic parents of my own, and with the “curse of the Irish” pretty rampant in my family, I resolved at a very young age that I was never going to let that happen to me. Through high school, college (including a four-year stint living in a fraternity house), and all of law school, I never touched a drop of alcohol. To this day, I have never really been drunk. I never wanted the monkey of addiction on my back.

Conservative elites first turned to populism as a political strategy thanks to Richard Nixon. His festering resentment of the Establishment’s clubby exclusivity prepared him emotionally to reach out to the “silent majority,” with whom he shared that hostility. Nixon excoriated “our leadership class, the ministers, the college professors, and other teachers… the business leadership class… they have all really let down and become soft.” He looked forward to a new party of independent conservatism resting on a defense of traditional cultural and social norms governing race and religion and the family. It would include elements of blue-collar America estranged from their customary home in the Democratic Party. Proceeding in fits and starts, this strategic experiment proved its viability during the Reagan era, just when the businessman as populist hero was first flexing his spiritual muscles. Claiming common ground with the folkways of the “good ole boy” working class fell within the comfort zone of a rising milieu of movers and shakers and their political enablers. It was a “politics of recognition”—a rediscovery of the “forgotten man”—or what might be termed identity politics from above. Soon enough, Bill Clinton perfected the art of the faux Bubba. By that time we were living in the age of the Bubba wannabe—Ross Perot as the “simple country billionaire.” The most improbable members of the “new tycoonery” by then had mastered the art of pandering to populist sentiment. Citibank’s chairman Walter Wriston, who did yeoman work to eviscerate public oversight of the financial sector, proclaimed, “Markets are voting machines; they function by taking referenda” and gave “power to the people.” His bank plastered New York City with clever broadsides linking finance to every material craving, while simultaneously implying that such seductions were unworthy of the people and that the bank knew it. Its $1 billion “Live Richly” ad campaign included folksy homilies: what was then the world’s largest bank invited us to “open a craving account” and pointed out that “money can’t buy you happiness. But it can buy you marshmallows, which are kinda the same thing.” Cuter still and brimming with down-home family values, Citibank’s ads also reminded everybody, “He who dies with the most toys is still dead,” and that “the best table in the city is still the one with your family around it.” Yale preppie George W. Bush, in real life a man with distinctly subpar instincts for the life of the daredevil businessman, was “eating pork rinds and playing horseshoes.” His friends, maverick capitalists all, drove Range Rovers and pickup trucks, donning bib overalls as a kind of political camouflage.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

People said experience is the best teacher. Until they found a fact that experience is the worst and most painful teacher.

A teacher once got furious over a student surfing too many websites while studying. Teacher: you are going to grow really fat and completely useless if you spend all your time on the internet doing useless stuff. Student; wow Ma'am, you must be speaking from experience. Which sites did you surf as a kid? ***

It’s all about the teachers. No, not your first or fourth grade teacher but the ones we meet every day, especially those people we really don’t like. The know-it-all, the criticizer, the “I’m smarter than you” person. Those people that seem to make us crazy the minute they walk into our physical, mental or emotional space. Talk about knowing which of our buttons to push, these people seem to be “experts.” But if we awaken to that, they can be our best teachers. If we are aware, we will step back from the immediate emotional reaction they evoke in us and look deeply at what is really going on within our own mind and body. Why is this person’s want, action or opinion of us so important? What long ago “button” are they pushing, and does it really apply to this moment, to where we are in our life now? With a little time, just like Barbara took in the above experience, we sit with the feelings and wait for the learning to come.

Experience isn’t the best teacher—evaluated experience is.

I’ve heard this hurts, but I’m going to try like hell to make it the best experience of your life, baby.

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

oan Hilliard could feel the smile on her face as she stepped from her car. Not the best wheels, but they were hers, a token of four years spent working in a brokerage firm. Joan had always wanted to be a teacher, but she had finished college at the wrong time. To her great disappointment, she couldn’t land a teaching position. She had still wanted her own classroom but decided that any job was better than nothing. The brokerage firm paid well, and she felt better for the experience. She had learned about herself, how to work with other adults, and what life at work was all about. Above all, she felt more confident. She had learned to cope in a demanding and stressful adult environment. That experience ought to help in a classroom of kids. She was delighted to get a teaching assignment at Pico School. It looked like a friendly place from the outside. The surrounding neighborhood was in decline, but Pico boasted green lawns, welltrimmed shrubbery, and large, lattice-paned windows. Built in the 1950s, it had the architectural charm that Joan remembered from the schools of her childhood. As she walked through the arched entryway, she noticed the vaguely familiar smells of new wax and summer mustiness. As she turned down the corridor leading to the principal’s office, she ran into a tall, broad-shouldered man with hands on hips, scrutinizing the newly polished sheen on the floor. This had to be the custodian, admiring his work before hundreds of students’feet turned it into a mosaic of scuff marks. As she moved closer, he looked up and smiled as if he had

...[T]he teaching of writing is fraught with difficulties. Teaching well, in my experience and that of my students, can be very time-consuming, demanding, frustrating, and, given institutional constraints, sometimes infuriating. It demands the recognition that, in Burns's words, 'The best laid plans of mice and men gang aft aglay.' At the same time, composition lies at the heart of education. When students make gains as writers, the gains are likely to affect other educational endeavors. And for teachers, the joy of seeing students create some new part of themselves, and do it well, washes the difficulties to insignificance and provides the impetus to try, like the Bruce's unrelenting spider, again, and again, and again.

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references

So, why do we do development work in these short cycles? To learn. Experience is the best teacher, and the scrum cycle is designed to provide you with multiple opportunities to receive feedback—from customers, from the team, from the market—and learn from it. What you learn while doing the work in one cycle informs your planning for the next cycle. In scrum, we call this “inspect and adapt”; you might call it “continuous improvement”; either way, it’s a beautiful thing.

experience is the best teacher..

There is a powerful difference between picturing an image that does not relate to you, and recalling something specific that you are connected with. When memory experts memorize something that is idle or vain, they’re only attempting to picture an image that does not relate to them. They don’t have to daily apply the digits of mathematical pi to live by them. They don’t have to apply the Declaration of Independence in a practical day to day life. As if Americans say when living life, “As it is written in the Declaration of Independence.” So they teach you how to memorize things idly, where as it is better to make a heartfelt connection with the word of God. Therefore Beloved, read the scriptures first and have a full connection with it before you memorize. As we stated before, it is good to memorize what is speaking out to you in the scriptures. Where God is speaking to you and teaching you in the word is the best place to memorize. It makes an emotional connection with you, and it’s applicable to your life in the here and now. Seeing that it is immediately applicable to your life you’ll be able to make an emotional connection with what you are memorizing. As a result, when you are past these teachings and have full understanding, even years in the future you’ll still remember the scripture because it made an emotional connection with you. Much like reminiscing over the cottage experience, every time the topic is brought up you’ll have waves of scripture rushing to you for practical application. Therefore in this method we are seeking to make memorizing the scriptures an experience and not merely a task or a goal for godliness. When it is relevant to experiences there is more for the mind to grasp onto the memory with thereby giving greater longevity to the memory itself. Similar to the peg method where you create an image for the mind to have more to grasp onto, you are using an already existing “image” so to speak, that the mind will grasp onto harder. But why does it grasp harder? Because it isn’t something silly thought of by oneself but it is an ongoing experience that led to a reminiscent memory. Therefore memorize what God is speaking to you and what has strong meaning to you. Whatever jumps out at you from the pages is what the Lord wants you to be memorizing. Therefore as a good pupil and good student, memorize what the Lord your Teacher is giving you to memorize. In school we do not memorize anything but what the teacher gives us, otherwise it would serve no purpose. Likewise it serves a greater purpose to memorize what God is giving you in the here and now, versus memorizing something that is not applying to you at this moment. Yes, all the word of God applies to your life and it always will. But certain things are speaking true to the immediate lesson in life and thus the scriptures speak out to you, and seem alive. Therefore memorize the words that are alive and you will have a continuous living memory of the word of God.

Bell had developed the Method from his youth and considered it a core medical skill. “All careful teachers have first to show the student how to recognize accurately the case,” he would declare. This was best done with the doctor’s own eyes, informed by experience. Patients, after all, could lie or misperceive their own symptoms. A man with a long-term injury might fail to recognize how his work did him damage; a drunkard might conceal his consumption. For Bell, observation sliced straight to the bone of diagnostic truth. It was all about trifles: “the accurate and rapid appreciation of small points in which the disease differs from the healthy state.

The thrill bumps that you experience are evidence of our enthusiasm for what you are experiencing in that moment. You think those thrill bumps belong only to you, but they are actually you resonating with the way we feel.

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students

As a writer, I think it is my duty to be as responsible as I can with (my)perspective, insights, experiences, & values. Being raised in a black & white- "good & bad" societal mentality has frustrated me. My common mentors (societal, religious, govt., authoritative', etc.) presented a skewed ‘role-model’ to me; colouring the world/‘s of myself, and other people, with their own personal expectations of how society should be. It’s not really trusting people to grow into who they are as a person. Going back to my original verve for writing has meant working (tirelessly) to (try to) remove habitual things; finite statements, assumptions, misinformation, misunderstanding, as well as cyclical (fear-based) conditioning. I want to be responsible. And this has meant that I had to work hard to shake loose from the past. Sometimes it meant screaming "How dare you teach me fear & ignorance!" into my pillow- as I work at ripping the (imposed) bars away from my craft. I am still working at it, and, as hard as it has been- it’s been worth it. I value the integrity of writing (as a creative craft) so very much. I always admired those writers who stood out from the traditional. The writers who challenged the conventional. Those [writers] who dared to present a balanced perspective- no matter how uncommon... To me, they were the best teachers. They inspired unchained learning, wisdom, and developmental skills... Those things which I see as gifting readers with bountiful landscapes into their [readers] own souls. This is what it means, for me, to be a writer. That does not mean it is what it has to mean for others. Each of us get our own unique voices, styles, expressions, dreams, and creativity. I also want to be understood- clearly, truly, and genuinely- as a human, and as a writer. And I want to foster my imagination, creativity, and passion; building a world that I love- knowing that other people may also enjoy it, and some may not.